Linking Faculty Expectations and Student Goals to the Assessment of Quantitative Capabilities.

Martin, William O.

The University of Wisconsin-Madison is using a novel assessment process to find whether rising juniors have the quantitative skills needed for success in their chosen upper-division courses. Sampling from departments across the campus, information is gathered about quantitative skills used in specific courses and the extent to which students can show these important skills at the start of the semester. Instructors play a key role in helping to design free-response tests reflecting capabilities expected of students from the first week and essential for success in the course. Two important characteristics of this form of assessment are direct faculty involvement and close ties to student goals and backgrounds. It was found that the reflection, contacts, and dialogues promoted by this form of assessment are at least as important as the test results. This paper briefly outlines the assessment procedure, highlights some findings about instructor expectations and student capabilities, and describes a variety of ways that the program has had a local impact. (Author/MKR)

Note: For a related paper, see SE 057 538. Paper presented at the Joint Annual Meetings of the Mathematical Advancement Association and the American Mathematical Society (San Francisco, CA, January 3-7, 1995).